FTCE Exceptional Student Education K12 (Competency 2) Latest 2022 Graded A
Assessment ✔✔The systematic gathering and analysis of information about students in order to
make decisions that may benefit their educational
...
FTCE Exceptional Student Education K12 (Competency 2) Latest 2022 Graded A
Assessment ✔✔The systematic gathering and analysis of information about students in order to
make decisions that may benefit their educational experience. It is an ongoing process of
monitoring student learning and identifying areas of strength and weakness. The ultimate goal is
to improve student achievement, and thus it can be considered a formative activity.
Screening Assessments ✔✔Are administered to all students in a particular group, such as a grade
or a school. It is typically carried out at the beginning of the school year, as in the example of a
vision screening administered to all incoming kindergarten students. The goal is to identify, as
early as possible, students who may need extra academic support.
Pre-Referral Assessments ✔✔Are administered to individual students before formally referring
them for special education. They typically provide more information than what can be obtained
through screening. It can be used to determine which instructional modifications are likely to help
the student, and whether these modifications are successful (thereby allowing a formal referral for
special education to be avoided in some cases). They can also be used to document the need for
formal referral for special education, and may then become part of the student's IEP.
Diagnostic Assessments ✔✔Are administered to individual students who may need extra support.
In some cases, diagnostic assessments are used because screening has suggested the presence of a
disability. In other cases, the diagnostic assessment is used because the student has already been
referred for special education and more information is needed. They provide more in-depth
understanding of a child's skills and instructional needs than screening assessments do. The goal
is to determine areas of strength and weakness for a particular student. In some cases, the
assessment is also designed to identify the nature of the student's disability.
Progress Monitoring Assessments ✔✔Are used to determine whether an individual student's
progress is adequate. It is conducted frequently over some finite period of time, and it often focuses
on one specific academic area (e.g., reading fluency) or behavioral dimension (e.g., impulse
control). The actual assessments used could be informal or formal and administered either before
or after participation in special education services. Examples are the curriculum-based
measurement approaches.
Outcome Assessments ✔✔Are used to determine the extent of student achievement at the end of
the school year or other significant time period. Example: state-mandated achievement tests.
Accommodations ✔✔Adjustments to the way the assessments are administered. There are 4 types
of accommodations: presentation, response, setting, and scheduling.
Presentation Accommodations ✔✔Involves changes to the format of information presented in the
assessment. Examples: increased sized font and response bubbles, increase spacing between items,
highlighting key phrases in instructions, administration of assessment through a sign-language
interpreter, audio recording, or tactile formats (Braille). Usually needs by students with visual or
auditory impairments, or medication-related impairment.
Response Assessments ✔✔Involves changes to the format by which the student provides
responses to the assessment. Examples: use of a scribe to record student responses, audio
recording, provision of response forms with added cues, allowing students to use a computer,
allowing students to take notes prior to response, allowing students to mark answers without filling
in bubbles. Usually needed by students with cognitive or physical impairments.
Setting Accommodations ✔✔Involves changes to the location and/or conditions of the assessment.
Examples: preferential seating, administration to small groups in separate settings, administration
to individuals in separate settings, administration under conditions of special lighting or acoustics,
administration in a location with minimal distractions. Usually needed by students with severe
attentional problems, perpetual impairment, or a tendency to engage in behaviors that are highly
distracting to others.
Scheduling Accommodations ✔✔Involves changes to the timing and scheduling of assessments.
Examples: allowing the assessment to be completed on separate occasions, allowing it to be
completed at a particular time of day, allowing the order of the components to be varied, allowing
frequent breaks, allowing consumption of specific foods, and allowing extends time. These
accommodations may be needed by students with medical conditions that require distributed
testing, extreme anxiety with respect to certain kinds of test content, and so on.
Norm-Referenced Assessment ✔✔Provides results for an individual student that are related to
norms, or results obtained from the student's peer group. Most results indicate the individual's
performance level compared to others of the same age. A prominent norm-referenced assessment
would be the Wechsler Intelligence Scale for Children (WISC-IV). Norm-referenced assessments
are standardized , meaning get that their administration and scoring is both predetermined and
consistent. Scores can be expressed in a familiar format such as percentile ranking. A CHILD
WHOSE WISC-IV SCORE REPRESENTS THE 64th PERCENTILE HAS SCORED HIGHER
THAN 63% OF CHILDREN OF THE SAME AGE WHO HAVE ALSO TAKEN THIS TEST.
Criterion-Referenced Assessment ✔✔Compares individual's performance to some predetermined
standard, or criterion. Examples of prominent criterion-referenced assessments include the "high
stakes" achievement tests that all states administer in order to monitor student progress, such as
the FCAT 2.0. Outcome assessments are almost always criterion-referenced.
Individual-Referenced Assessment ✔✔Used to compare an individual's score at one point in time
with the same individual's score at some other point or points in time. They may or may not be
standardized. Progress monitoring assessments are often individual-referenced. An example would
be the running record.
Running Record ✔✔Teachers use this to track the progress of students in areas like reading. It's a
student's performance across multiple administrations of the same task.
Performance-Based Assessment ✔✔The student must exhibit some behavior or create some
product requiring integration of knowledge and skills. Although guidance may be given, students
do not simply choose among present options, and thus their behavior or product may need to be
evaluated subjectively. Examples: a performance (musical piece), a demonstration (lab procedure),
an essay, a project, a portfolio (collection of student's work during a semester).
Validity ✔✔Refers to the extent to which an assessment measures what it is intended to measure.
Criterion-Related Validity ✔✔Refers to t
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